IDP_web by doocter



                  Prepared for
  Human Resources Development Specialists


                Published by the
       Office of Technician Personnel

           People First, Mission Always

                                Table of Contents

SUBJECT                                                                             PAGE

Introduction/Purpose of the IDP………………………………….3

Responsibilities and Roles................................................................4

The IDP Process……………………………………………………5

Standardized HRDS Course Requirements………………………7

Sample Form and Instructions...……..……………………………9


A.    Definition of Competencies and Roles

B.    Guidance for SMART Goal Setting

C.    Recommended Trainer Competencies Reading List

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Career issues cover a broad spectrum, ranging from getting up to speed in a new job to
making a major career field change or planning your retirement. Individual Development
Planning (IDP) is a process for identifying work experience, training and other activities
that contribute to improved job performance and self development. This deliberate
planning process provides a good framework for development discussions between
employee and supervisor. It involves a joint effort between supervisor and employee in
assessing the employee’s skills and expertise in relation to current or future job
requirements and then identifying appropriate training and other developmental
experiences. Engaging in the IDP process also provides the supervisor with a valuable
tool for refocusing the workforce to meet present or future organizational requirements.

At the same time, employees have a focused career development plan and get to take
responsibility for their own career management. Employees should focus, in drafting the
initial plan, on development activities that would improve current work performance and
prepare them for possible new duties. The supervisor participating in the IDP process,
should focus on current and changing job requirements, the changing needs of the
organization and the assessed strengths and growth needs of the employee. In essence,
the IDP process gives the supervisor/employee team an opportunity to develop a strategy
for achieving both organizational and personal developmental goals. As such, each IDP
is uniquely tailored to the needs of the individual and the organization.




Supervisors and employees must work together to develop realistic plans for career
development. The supervisor has a systematic tool for ensuring that the employee gets
the education and training that meets the employee’s developmental needs and
organizational goals. The ideal individual development plan should be realistic enough
to provide employees with opportunities to advance to their highest levels of their
abilities. After the development of the initial individual plan, whether the duration is for
two years or five, the supervisor should schedule periodic career counseling sessions with
the employee. These sessions should include identifying the training requirements; work
out a training schedule to meet the requirements; and plans to provide the employee with
on-the-job training experiences, using real work situations and operating problems. The
supervisor should also incorporate the IDP review and update into the regular
performance appraisal cycle when setting and evaluating performance goals, objectives,
and standards for the coming year.


Your supervisor is in a “key” position to help and support your development by:
       Giving you feedback on your performance in your current job and identifying
       your strengths and areas for improvement.
       Helping you to assess your advancement potential and qualifications for other
       more challenging positions.
       Providing and funding training opportunities if mission related (National Guard)
       and funds are available, and also supporting your training and development
       Acting as a resource and referral for exploring your career development options.
       Acting as a mentor and coach.


You, the employee, are responsible for initiating the IDP process for your career
progression and personal development. You are expected to take charge of your own
learning and development and actively participate in planning goals for the next one to
three years and how you will meet them.



       Assessing your existing skills, competencies, and interests by using any reliable
       360-degree assessment tool that will give you the perspective from peers and
       customers, supervisor, and HR support staff.
       Setting goals and objectives that will enhance your career as well as benefit the
       Draft the IDP



The employee and the supervisor prepare the groundwork for a realistic and worthwhile
IDP by beginning with the fundamental planning and preparation. A good time to start
the planning and preparation for the IDP process is while the employee is starting the
new performance cycle. The supervisor should:

       Begin by explaining the IDP process to the employee, employee’s role, and the
       supervisor’s role.
       Review and discuss with the employee his or her strengths and weaknesses in
       performing the current work assignment.
       Identify any specific gaps between the employee’s current competencies and
       those required to perform in the current work assignments or the performance
           o Identify the training and education activities that will address these gaps.
           o Establish a schedule of the activities in priority order.
       Include options for learning to accomplish the expected outcomes such as
           o Formal training
           o On-the-job training or coaching by the supervisor or another expert
           o Add new work or increase the employee’s level of responsibility through
               job enrichment.
           o Provide employee with developmental assignments or details to other
               parts of the organization.
       Provide information on career planning and counseling resources, only if the
       employee requests these services.
       Give the employee a copy of the IDP form and instructions for completing it.
       Help the employee set a deadline for completing the draft IDP.



The next step in the IDP process, the employee should be able to draft the IDP with
advice and guidance from the supervisor. The supervisor should draft that portion of the
IDP pertaining to the competencies the employee needs to perform in the current job for
the upcoming performance cycle. The supervisor also has an obligation to secure the
necessary resources for these required developmental activities. The employee should
draft the portion of the IDP for personal and career goals. The organization is permitted
but not required to secure the resources for these developmental assignments. The
employee should:

       Assess his or her existing competencies and interests
       Identify KSAs or competencies for personal growth and career enhancement that
       the employee plans to develop in the upcoming performance cycle.
       Research and identify proposed learning experiences that address the desired
       KSAs or competencies.
       Draft an IDP proposing and scheduling the designated learning activities.

The supervisor should review the employee’s draft IDP and make sure:

        The learning activities the employee has outlined are realistic, considering the
        organization’s needs, budget and human resources.
        The learning activities are the best possible options for the employee’s learning
        Learning activities the employee has identified and the schedule for each should
        allow the employee to continue to satisfactorily carry and perform a fair share of
        the workload.
        And, that the learning activities identified in the IDP are possible and actually
        available as scheduled.


The supervisor and employee work together to make the final document is practical,
useful and of benefit to the employee, as well as the organization. Therefore, to finalize
the document, the employee and supervisor take the following steps:

       Meet to discuss the draft IDP and come to an agreement on the employee’s needs,
       learning experiences and schedule of activities that will be included in the final
       Establish an agreeable date when the employee will have the final IDP completed.
       Supervisor review (for any required changes) and approve the IDP..
       Supervisor submits completed and approved IDP to NGB by established suspense
       date for review and approval before it becomes the official document for the


       Schedule periodic meetings together for the purpose of checking progress on
       completing the activities as written in the IDP

The supervisor should use the information on the IDPs for his or her staff members to
respond to the call for training requirements from NGB.


Reviews of the IDP and counseling sessions should be incorporated into the regular
performance appraisal cycle during that time when supervisor, along with the employee,
is setting performance goals, objectives, and evaluating standards. Together, supervisor
and employee should review the IDP no less than twice yearly to provide close continuity
with the budget process and allow for revisions and re-development of the schedule of
plans based on changing mission, technology and personal career goals. Supervisors
and employees must ensure that each incident of training and education for the employee
is documented in the DCPDS, training and education history update. Again, as the year
moves along, it is important that supervisors and employees stay alert for changes in the
work, resources, technology, or the work environment that would make it necessary to
adjust the plans in the IDPs.

The IDP is a personal action plan, jointly agreed to by employee and supervisor. It
identifies the employee’s short and long-term career goals. A realistic and useful IDP
also identifies the training and other developmental experiences needed to achieve those
goals, for the benefit of the individual and the National Guard, within a specified time


It is a supervisory responsibility to see that every new technician has a systematic plan
for training and development – the Individual Development Plan, IDP. The NGB has the
following courses as standard requirements for every Human Resources Development
Specialist (HRDS), usually referred to as Employee Development Specialist (EDS).
These courses will be included on the IDP for every HRDS, regardless of the employee’s
career goals and aspirations. They have been determined as beneficial to both the
employee in the Human Resources Development arena for workplace performance and
learning improvement and the organization.


        Budget – Including Formulation and Execution. Clear up the confusion of the
        budget process. Learn how to develop an operating budget for a field-level
        activity or organizational unit.


Fiscal Law – “Government Contract Law,” discover the unique laws of federal
contracts that are derived from stature, regulation and the decisions of
administrative and judicial forums. Learn how contract laws can be expected to
be applied to common contracting situations. “Contracting Basics for
Administrative Personnel,” contribute to your organization’s contracting success
by learning the fundamentals of government contracting, from translating
complex terminology and defining acquisition process to recognizing potential
conflicts of interest and interpreting key provisions of the Federal Acquisition
Regulation (FAR).

Facilitator Course - know what really happens in the classroom. Develop your
own style of facilitation by learning group dynamics and strategic management of
decision making and problem solving.

Presentation Skills/Briefing Techniques – Learn to overcome your fear of
public speaking. Discover strategies to develop and organize your thoughts,
learn to speak directly to the audience, field tough questions and get the most
from visual aids.

DCPDS – Defense Civilian Personnel Data System. Learn the technical sides for
system required data input.

Instructor’s Course – Improve your instructional skills and become a more
polished presenter. You discover proven training techniques for large and small
groups, including a variety of instructional methods from presentation and
demonstration to role and game playing.

Technician Personnel Management Course (TPMC) – Learn the current
policies and procedures that govern every facet of human resources management
for the National Guard. (Also, mandatory training for supervisory personnel.)

Communication Skills – Learn the basics of effective communications to help
you deliver superior customer service by successfully interacting with internal
and external customers. Develop flexibility when handling requests and
complaints and spot and respond to important verbal and nonverbal messages.



COMMENTS: Included here is a sample IDP form. Any format you decide to use is
acceptable, as long as it contains the basic components of the IDP. It should have the
long and short term goals, and a planned schedule of learning activities to obtain those
goals. The overall duration of the IDP should be no less than two years but not more than
five years. A fundamental guide to follow when developing your IDP is the SMART
Goal Setting Principle:

“Look at each goal and evaluate it. Make any changes necessary to ensure it meets the
criteria for SMART goals”:

S = Specific
M = Measurable
A = Attainable
R = Realistic
T = Timely

Please see detailed guidance for following the SMART goals at Appendix B of this

                                                     Individual Development Plan
1. Name
                                                                                 Dates of IDP

  Position                                               Grade                     From

  Organization location                                                            To
  Short-term goal
                                                                                   Employee (signature)                      Date

  Long-term goal                                                                   Manager (signature)                        Date

   2. Experience, training and education which contribute to goal(s)

      3. Objective/Goals                           4. Developmental Activities          5. On Clock Staff Hours     6.      Dates
        (skill, knowledge, or experience                                                    and/or amount of
          I wish to update)                                                                 Training Funds Required    Target Completed

IDP Form
                                            INDIVIDUAL DEVELOPMENT PLANNING
3. Objective/Goals                        4. Developmental Activities      5. On Clock Staff Hours            6.      Dates
         (skill, knowledge, or experience                                              and/or amount of
           I wish to update)                                                          Training Funds Required    Target Completed

                                                      INDIVIDUAL DEVELOPMENT PLANNING

                                                     Individual Development Plan (IDP) Process

Employee’s Action                                                     Supervisor’s Action                                       Joint Action

   •       Assessment                                     Assessment relating to Employee                    Establish time for initial IDP Meeting
       -    Strengths and weaknesses of present                 -    Organizational needs                      -   Participate in discussion of
            job                                                                                                    goals/objectives, activities, target dates,
       -    Long-range goals                                    -    Current job standards                         length, and review at quarterly reviews.
       -    Strengths and weaknesses compared
            to qualifications and skills of target              -    Potential for other Responsibilities
       -    Drafting of IDP
       -    Completion of IDP using both                        -    Current performance
            employee-provided and organization-
            provided resources                                  -    Research of available resources

                                                                -    Provide resources, if appropriate and

   7.                           Progress Reviews                                                             Progress Review Comments

                      Dates                               Initials

                                               Employee               Manager

   8. Training Officer (signature) (optional)                                                                               Date


                                            INDIVIDUAL DEVELOPMENT PLANNING

                              Instructions for Completing IDP Form, Individual Development Plan

Form Sections:

1. Complete the employee’s name, position/grade, organizational location, and short and long-term goals.

2. Experience, training and education, which contribute to the goal(s): Be sure to include all relevant information that currently
   qualifies the employee for his/her targeted position or goal.

3. The written objective should be a fairly specific statement of what the employee will be able to do after the learning activity has
   occurred. Action verbs should be used such as: define, explain, identify, apply, practice, test, analyze, relate, create, prepare,
   and evaluate. The following verbs should be avoided because they do not specify the performance the employee is expected to
   achieve after he or she has completed the learning activity: to be familiar with, to understand, to know, to appreciate, to learn.

4. After the objectives and standards have been defined, the learning activities should be developed to enable the employee to
   attain the objective. Learning activities could include observation of an experienced employee performing a task, attendance at
   training courses, reading selected books or documents, and taking self-instructional courses.

5. Any activity requiring On-the-Clock staff hours should be notated in this column. Also an estimate of any training funds required
   would also be included. The Training Officer (if applicable) could verify if training funds would be available to fund an activity.

6. A target date should be set to begin the learning activity, and entered in the targeted column. Upon completion of the learning
   activity the completed date should be entered in the appropriate column provided.

7. Quarterly reviews by the Supervisor are suggested to provide feedback to the employee regarding his or her progress in
   achieving the objective. The recommended length of the IDP is no longer than one year in order to effectively monitor the
   employee’s progress.

8. This section should be signed and dated by the Training Officer or other reviewing official, according to local procedures.

IDP Form



This section was taken directly from the American Society for Training and Development
(ASTD), “ASTD 2004 Competency Study” for Workplace Learning and Performance
Improvement (WLP). WLP is the current ASTD term for Human Resources Development and
the Human Resources Development Specialists or Trainers.

Roles are broad areas of responsibility within the WLP profession that require a certain
combination of competencies and areas of expertise (AOE) to perform effectively. They are
described in sensible, intuitive, and everyday language. Like competencies, roles can be
demonstrated in the context of most WLP jobs. Roles are not the same as job titles; they are
much more fluid, depending on the application or the project. For the WLP professional,
playing the roles is analogous to maintaining a collection of hats—when the situation calls
for it, the professional slips out of one role and “puts on” another.

This study has identified four unique roles within the workplace learning and performance
profession or Hunan Resources Development: Learning Strategist, Business Partner,
Project Manager, and Professional Specialist. These four roles are further defined as

Learning Strategist—Determines how workplace learning and performance improvement
can best be leveraged to achieve long-term business success and add value to meet
organizational needs; leads in the planning and implementation of learning and performance
improvement strategies that support the organization’s strategic direction and that are based
on an analysis of the effectiveness of existing learning and performance improvement

Business Partner—Applies business and industry knowledge to partner with the client in
identifying workplace performance-improvement opportunities; evaluates possible solutions
and recommends solutions that will have a positive impact on performance; gains client
agreement and commitment to the proposed solutions and collaboratively develops an overall
implementation strategy that includes evaluating impact on business performance; uses
appropriate interpersonal styles and communication methods to build effective long-term
relationships with the client.

Project Manager—Plans, resources, and monitors the effective delivery of learning and
performance solutions in a way that supports the overall business venture; communicates
purpose, ensures effective execution of an implementation plan, removes barriers, ensures
adequate support, and follows up.

Professional Specialist—Designs, develops, delivers, or evaluates learning and performance
solutions; maintains and applies an in-depth working knowledge in any one or more of the
workplace learning and performance specialty areas of expertise, including Career Planning
and Talent Management, Coaching, Delivering Training, Designing Learning, Facilitating
Organizational Change, Improving Human Performance, Managing Organizational
Knowledge, Managing the Learning Function, and Measuring and Evaluating.

Areas of Expertise

Professional areas of expertise are the specific technical and professional skills and
knowledge required for success in WLP specialty areas. Think of AOEs as the knowledge
and skills an individual must have above and beyond the foundational competencies. In order
to function effectively in a given AOE, a person must display a blend of the appropriate
foundational competencies and unique technical/professional skills and knowledge. An
individual may have expertise in one or more of the following specialty areas (listed
alphabetically below):

Career Planning and Talent Management
Delivering Training
Designing Learning
Facilitating Organizational Change
Improving Human Performance
Managing Organizational Knowledge
Managing the Learning Function
Measuring and Evaluating.

Designing Learning
Designing, creating, and developing learning interventions to meet needs; analyzing and
selecting the most appropriate strategy, methodologies, and technologies to maximize the
learning experience and impact.

PLEASE NOTE: This information is based in part on the ibstpi (International Board of
Standards for Training, Performance and Instruction) competency study for instructional
design competencies: The Standards (R. Richey, D.C.
Fields, & M. Foxon, with R.C. Roberts, T. Spannaus, & J.M. Spector, [2001]).

Improving Human Performance
Applying a systematic process of discovering and analyzing human performance gaps;
planning for future improvements in human performance; designing and developing cost-
effective and ethically justifiable solutions to close performance
gaps; partnering with the customer when identifying the opportunity and the solution;
implementing the solution; monitoring the change; evaluating the results.


PLEASE NOTE: This information is based in part on ASTD Models for Human Performance
Improvement (Rothwell, 1996 and 2000).

Delivering Training
Delivering learning solutions (for example, courses, guided experience) in a manner that
both engages the learner and produces desired outcomes; managing and responding to
learner needs; ensuring that the learning solution is made available or delivered in a timely
and effective manner.

Measuring and Evaluating
Gathering data to answer specific questions regarding the value or impact of learning and
performance solutions; focusing on the impact of individual programs and creating overall
measures of system effectiveness; leveraging findings to increase effectiveness and provide
recommendations for change.

Facilitating Organizational Change
Leading, managing, and facilitating change within organizations.

PLEASE NOTE: This information is based in part on the 20th edition of the Organization
Change and Development Competency Effort. Contributors include ODN (Organization
Development Network), ODI (Organization Development Institute), the Academy of
Management Directors of OD university programs, Twin Cities ASTD Chapter, and more
than 3,000 individuals from around the world. R. Sullivan, W.J. Rothwell, and C. Worley
coordinated the ongoing research.

Managing The Learning Function
Providing leadership in developing human capital to execute the organization’s strategy;
planning, organizing, monitoring, and adjusting activities associated with the administration
of workplace learning and performance.

Using an interactive process to help individuals and organizations develop more rapidly and
produce more satisfying results; improving others’ ability to set goals, take action, make
better decisions, and make full use of their natural strengths.

PLEASE NOTE: This information is based on the ICF (International Coach Federation)
Credentialing Process Examination.

Managing Organizational Knowledge
Serving as a catalyst and visionary for knowledge sharing; developing and championing a
plan for transforming the organization into a knowledge-creating and knowledge-sharing
entity; initiating, driving, and integrating the organization’s knowledge management efforts.


Career Planning and Talent Management
Ensuring that employees have the right skills to meet the strategic challenges of the
organization; assuring the alignment of individual career planning and organization talent
management processes to achieve an optimal match between individual and organizational
needs; promoting individual growth and organizational renewal.


Competencies are clusters of skills, knowledge, abilities, and behaviors required for job
success. Managers need to know about competencies to make appropriate personnel
decisions and guide employees’ performance. Employees need to know about competencies
because they provide a road map of how to succeed on the job. The study identified the
following set of competencies—presented below in alphabetical order—that are considered
important and necessary for the majority of individuals in the workplace learning and
performance profession:

Analyzing Needs and Proposing Solutions
Applying Business Acumen
Building Trust
Communicating Effectively
Demonstrating Adaptability
Driving Results
Influencing Stakeholders
Leveraging Diversity
Modeling Personal Development
Networking and Partnering
Planning and Implementing Assignments
Thinking Strategically.

These competencies are grouped into clusters (Business/Management, Interpersonal, and
Personal) to facilitate understanding. The competencies are listed alphabetically under each

Business/Management Competencies
Analyzing Needs and Proposing Solutions
Applying Business Acumen
Driving Results
Planning and Implementing Assignments
Thinking Strategically.
Interpersonal Competencies
Building Trust
Communicating Effectively


Influencing Stakeholders
Leveraging Diversity
Networking and Partnering.

Personal Competencies
Demonstrating Adaptability
Modeling Personal Development.

Interpersonal Competencies

Building Trust
Interacting with others in a way that gives them confidence in one’s intentions and those of
the organization.

Key Actions

Operates with integrity—Demonstrates honesty and behaves according to ethical
principles; ensures that words and actions are consistent; walks the talk; behaves
dependably across situations.

Discloses position—Shares thoughts, feelings, and rationale so that others understand
positions and policies. Maintains confidentiality—Keeps private or sensitive information
about others confidential.

Leads by example—Serves as a role model for the organization’s values; takes
responsibility for delivering on commitments; gives proper credit to others; acknowledges
own mistakes rather than blaming others.

Treats people fairly—Treats all stakeholders with dignity, respect, and fairness; listens to
others without prejudging; objectively considers others’ ideas and opinions, even when they
conflict with prescribed policies, procedures,
or commonly held beliefs; champions the perspectives of different partners even in the face
of resistance; engages in effective conflict resolution.

Ensures compliance with legal, ethical, and regulatory requirements—Ensures that
processes and results comply with relevant legal, ethical, and regulatory requirements;
monitors compliance and creates reports if needed.


Communicating Effectively
Expressing thoughts, feelings, and ideas in a clear, concise, and compelling manner in both
individual and group situations; actively listening to others; adjusting style to capture the
attention of the audience; developing and deploying targeted communication strategies that
inform and build support.

Influencing Stakeholders
Selling the value of learning or the recommended solution as a way of improving
organizational performance; gaining commitment to solutions that will improve individual,
team, and organizational performance.

Leveraging Diversity
Appreciating and leveraging the capabilities, insights, and ideas of all individuals; working
effectively with individuals having diverse styles, abilities, motivations, and backgrounds
(including cultural differences).

Networking and Partnering
Developing and using a network of collaborative relationships with internal and external
contacts to leverage the workplace learning and performance strategy in a way that
facilitates the accomplishment of business results.

Business/Management Competencies

Analyzing Needs and Proposing Solutions
Identifying and understanding business issues and client needs, problems, and opportunities;
comparing data from different sources to draw conclusions; using effective approaches for
choosing a course of action or developing appropriate solutions; taking action that is
consistent with available facts, constraints, and probable consequences.

Key Actions
Gathers information about client needs—Collects information to better understand client
needs, issues, problems, and opportunities; reviews organizational information and human
performance outcomes; studies organizational systems to better understand the factors
affecting performance; integrates information from a variety of sources; asks internal and
external partners for input and insight.

Diagnoses learning and performance issues—Uses research methods to isolate the causes
of human learning and performance problems; proposes theories to understand and explain
the factors affecting performance; detects
trends, associations, and cause-effect relationships.


Generates multiple alternatives—Gathers information about best practices; thinks
expansively and brainstorms multiple approaches; generates relevant options for addressing
problems/opportunities and achieving desired outcomes;
maintains a database or bank of possible solutions and their effectiveness.

Searches for innovative solutions—Challenges paradigms and looks for innovative
alternatives; draws upon diverse sources for ideas and inspiration in creative problem-
solving activities.

Chooses appropriate solution(s)—Formulates clear decision criteria; evaluates options by
considering implications, risks, feasibility, and consequences on the client system and on
other parts of the organization; prioritizes and chooses an effective option.

Recognizes impact—Considers the implications of learning and performance decisions,
solutions, and strategies in other contexts; makes decisions using a broad range of
knowledge that extends beyond the limitations of the
organization and its immediate needs.

Proposes solution(s)—Recommends a plan or process for making changes; clearly explains
rationale for the recommended solution and how it will address the performance gap or

Applying Business Acumen
Understanding the organization’s business model and financial goals; utilizing economic,
financial, and organizational data to build and document the business case for investing in
workplace learning and performance solutions; using
business terminology when communicating with others.

Driving Results
Identifying opportunities for improvement and setting well-defined goals related to learning
and performance solutions; orchestrating efforts and measuring progress; striving to
achieve goals and produce exceptional results.

Planning and Implementing Assignments
Developing action plans, obtaining resources, and completing assignments in a timely
manner to ensure that workplace learning and performance goals are achieved.

Thinking Strategically
Understanding internal and external factors that impact learning and performance in
organizations; keeping abreast of trends and anticipating opportunities to add value to the
business; operating from a systems perspective in developing learning and performance
strategies and building alignment with business strategies.


Personal Competencies

Demonstrating Adaptability
Maintaining effectiveness when experiencing major changes in work tasks, the work
environment, or conditions affecting the organization (for example, economic, political,
cultural, or technological); remaining open to new people,
thoughts, and approaches; adjusting effectively to work within new work structures,
processes, requirements, or cultures.

Key Actions

Seeks to understand changes—Seeks to understand changes in work tasks, situations, and
environment as well as the logic or basis for change; actively seeks information about new
work situations and withholds judgment.

Approaches change positively—Treats changes as opportunities for learning or growth;
focuses on the beneficial aspects of change; speaks positively and advocates the change
when it helps promote organizational goals and

Remains open to different ideas and approaches—Thinks expansively by remaining open
to different lines of thought and approaches; readily tries new and different approaches in
changing situations.

Adjusts behavior—Quickly modifies behavior to deal effectively with changes in the work
environment; acquires new knowledge or skills to deal with the change; does not persist with
ineffective behaviors; shows resiliency and
maintains effectiveness even in the face of uncertainty or ambiguity.

Adapts to handle implementation challenges—Effectively handles global, cultural,
economic, social, and political challenges to the effective implementation of learning and
performance solutions; works to overcome barriers and deal constructively with
nontraditional or challenging situations.

Modeling Personal Development
Actively identifying new areas for one’s own personal learning; regularly creating and taking
advantage of learning opportunities; applying newly gained knowledge and skill on the job.


B. Guidance for the SMART Goal Setting

                                   SMART Goal Setting

    I encourage you to pick up a pen and a piece of paper and jot down the goals you want to
reach. Look at each goal and evaluate it. Make any changes necessary to ensure it meets the
criteria for a SMART goal:

S = Specific
M = Measurable
A = Attainable
R = Realistic
T = Timely

   Goals should be straightforward and emphasize what you want to happen. Specifics help
us to focus our efforts and clearly define what we are going to do.

   Specific is the What, Why, and How of the SMART model.

WHAT are you going to do? Use action words such as direct, organize, coordinate, lead,
develop, plan, build etc.

WHY is this important to do at this time? What do you want to ultimately accomplish?

HOW are you going to do it? (By...)

   Ensure the goals you set are very specific, clear and easy. Instead of setting a goal to lose
weight or be healthier, set a specific goal to lose 2cm off your waistline or to walk 5 miles at
an aerobically challenging pace.


   If you can't measure it, you can't manage it. In the broadest sense, the whole goal
statement is a measure for the project; if the goal is accomplished, the project is a success.
However, there are usually several short-term or small measurements that can be built into
the goal.

   Choose a goal with measurable progress, so you can see the change occur. How will you
see when you reach your goal? Be specific! "I want to read 3 chapter books of 100 pages on
my own before my birthday" shows the specific target to be measure. "I want to be a good
reader" is not as measurable.

  Establish concrete criteria for measuring progress toward the attainment of each goal
you set. When you measure your progress, you stay on track, reach your target dates, and


experience the exhilaration of achievement that spurs you on to continued effort required to
reach your goals.


    When you identify goals that are most important to you, you begin to figure out ways you
can make them come true. You develop that attitudes, abilities, skills, and financial capacity
to reach them. Your begin seeing previously overlooked opportunities to bring yourself
closer to the achievement of your goals.

   Goals you set which are too far out of your reach, you probably won't commit to doing.
Although you may start with the best of intentions, the knowledge that it's too much for you
means your subconscious will keep reminding you of this fact and will stop you from even
giving it your best.

   A goal needs to stretch you slightly so you feel you can do it and it will need a real
commitment from you. For instance, if you aim to lose 20lbs in one week, we all know that
isn't achievable. But setting a goal to loose 1lb and when you've achieved that, aiming to lose
a further 1lb, will keep it achievable for you.

   The feeling of success which this brings helps you to remain motivated.


   This is not a synonym for "easy." Realistic, in this case, means "do-able." It means
that the learning curve is not a vertical slope; that the skills needed to do the work are
available; that the project fits with the overall strategy and goals of the organization. A
realistic project may push the skills and knowledge of the people working on it but it
shouldn't break them.

   Devise a plan or a way of getting there which makes the goal realistic. The goal needs to
be realistic for you and where you are at the moment. A goal of never again eating sweets,
cakes, crisps and chocolate may not be realistic for someone who really enjoys these foods.

   For instance, it may be more realistic to set a goal of eating a piece of fruit each day
instead of one sweet item. You can then choose to work towards reducing the amount of
sweet products gradually as and when this feels realistic for you.

   Be sure to set goals that you can attain with some effort! Too difficult and you set the
stage for failure, but too low sends the message that you aren't very capable. Set the bar
high enough for a satisfying achievement!



   Set a timeframe for the goal: for next week, in three months, by fifth grade. Putting an end
point on your goal gives you a clear target to work towards.

   If you don't set a time, the commitment is too vague. It tends not to happen because you
feel you can start at any time. Without a time limit, there's no urgency to start taking action

   Time must be measurable, attainable and realistic.

   Everyone will benefit from goals and objectives if they are SMART. SMART, is the
instrument to apply in setting your goals and objectives.

                      Click here for advanced goal setting techniques!



Mapping Your Future: Putting New Competencies to Work for You
T+D, v58 n5 p94-101 (May 2004)
Journal Article
This final article in a series of three focuses on how to use the results of the new
Competency model. The authors outline how professionals in the field can use this
new information to enhance and re-direct their careers, identify how organizations
can use the new model as a recruitment and selection tool, and lastly share ideas
that will enhance the academic preparation for the field. The article concludes with a
Guide for Educators.

Landmark Study: New Roles and New Competencies for the Profession: Are You
Ready for the Next Generation?
T+D, v58 n4 p26-36 (April 2004)
Journal Article
This article explains the new roles and competencies for learning, training, and
performance professionals. The triangle visual used to illustrate the 2004 ASTD
competency model begins by defining broad-based foundational competencies,
narrows to specific areas of expertise, and peaks with examples of various roles.
This article covers recent trends in the field, a full explanation of each level in the
model and the updated learning and performance wheel. This article is Part 2 of a
three-part series.

Be an Active and Participative Instructor
LEARNING CIRCUITS, v4 n12 (December 2003)
Web article
This article defines the attributes of online instructors who foster effective
learner-centered experiences. It suggests that instructors facilitate four other
factors-student motivation, useable technology, opportunities to collaborate and
interact, and the program blend that come together to make online learning work.

Demystifying Performance: Getting Started
T+D, v57 n7 p40-45 (July 2003)
Journal Article
This article describes how to build confidence and credibility. In this follow up
article on demystifying performance, focus is on developing performance consulting
competencies. The authors suggest the following pointers: identify the right client,
who is not necessarily the middle manager but the business owner; get the right
project after analyzing the client's business and financial data.

Careers in E-learning: Taking the Next Step
LEARNING CIRCUITS, v3 n11 (November 2002)
Web article


This article urges trainers to take charge of developing their e-learning skills.
The author includes a chart to assist professionals identify what skills they possess
and which skills they need. Forman shares insights about the best locations to work
and discusses the eight skills and seven competencies needed to be an effective elearning
Transitioning Technical Instructors to the Web
LEARNING CIRCUITS, v3 n10 (October 2002)
Web article
This article describes the steps taken by New Horizons Computer Learning
Centers to transition their classroom-based instructors to online instructors. The
author explains that the decision to move courses beyond the traditional bricks and
mortar offerings required a culture shift throughout the organization. The article
compares the differences between traditional and online instructors’ skill sets.

Wearing Four Pairs of Shoes: The Roles of E-learning Facilitators
LEARNING CIRCUITS, v3 n10 (October 2002)
Web article
E-learning 1.0. This article describes four roles of e-learning facilitators as:
instructor, social director, program manager, and technical assistant. The author
urges classroom-based instructors to add skills to help transition into an e-learning

Meet the New Chief Learning Officers
T+D, v56 n5 p80-89 (May 2002)
Journal Article
This article examines the responsibilities of chief learning officers and how
executives move into this position. The authors discuss the core competencies and
critical skills of CLOs, based on interviews with 15 CLOs. These competencies include
business literacy, strategic thinking, excellent communication skills, and influencing
skills. The article states that a Conference Board report in 2000 found that 6 percent
of surveyed companies had integrated learning functions.

E-learning Competencies
LEARNING CIRCUITS, v2 n3 (March 2001)
Web article
Lists 31 competencies that enable people to select, manage, and use e-learning.
Groups the competencies into generic categories: general, management, distribution
methods and presentation methods.

Evaluating Trainer Effectiveness
INFO-LINE, 16p (March 2001)
Stock no. 250103. This Info-line presents a model to evaluate the effectiveness
of trainers. It lists the ASTD and IBSTPI competencies for instructors and describes
strategies for developing training skills such as certification, mentoring, and
development plans. The author explains how to improve trainers' credibility and


recruit and select instructors. A trainer selection criteria form and an interview notes
summary form are the Job Aids.

Career Moves: Take Charge of Your Career Now!
ASTD Book ISBN: 1-56286-290-1
152p (2001)
This book presents a practical methodology for planning and developing a career
in the human resource development (HRD) field. It reviews trends and issues that
influence the HRD field and identifies emerging roles, practices, and functions. The
authors explain how to manage an HRD career for success and fulfillment and offer
an HRD career opportunities model and an HRD professional design plan. It provides
guidelines for preparing for transitions and creating a new career path. Numerous
exercises and self-assessments, such as professional design plans, assessing
learning options, and navigating transitions are included.


We hope that you will find the information in this document understandable, helpful and
practical for your use. Please send any questions, comments or
suggestions/recommendations for “continuous improvement” to Ms. Helen Sampson at

Voice: DSN 327-5463; commercial, (703) 607-5463; Fax: (703) 607-1497.


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